I approach research the way I approach teaching — with genuine curiosity and a commitment to centering the people most affected by the questions being asked. For me, research in instructional design isn't abstract. It's directly connected to what happens in a tutoring session, a workshop, a classroom.
My work draws on qualitative and mixed-methods traditions, with a particular interest in participatory approaches that position learners as collaborators rather than subjects. I'm drawn to research that asks not just "does this work?" but "work for whom, and under what conditions?"
Examining how design choices in learning environments either reproduce or disrupt systemic barriers, particularly in community college contexts.
Exploring how instructional environments shape learners' sense of belonging and their development of an academic identity across diverse populations.
Investigating how community colleges navigate technology integration with limited resources, and what conditions support equitable technology use.
Applying adult learning theory to instructional design practice, with attention to the unique motivations and challenges of adult learners in higher education.
A synthesized review of research on sense of belonging in higher education, examining implications for instructional design in community college learning support contexts.
A mixed-methods needs assessment examining equity gaps in tutoring center utilization, drawing on student survey data, usage analytics, and focus group findings.
A research proposal for a participatory design study involving community college students in the evaluation and redesign of their institution's Canvas LMS structure.
A foundational text for understanding how adults learn differently from younger students — central to my design thinking around community college learners who carry rich life experience into the classroom.
The UDL framework has fundamentally shaped how I approach every design decision — moving away from a "one-size-fits-all" model toward proactive, flexible learning experiences.
Strayhorn's framework for belonging as a motivational process has deeply influenced how I think about creating welcoming instructional environments in learning support.
Backward design has become the backbone of my instructional planning process — starting with the end in mind ensures that every activity and assessment actually serves the learner's goals.
The research that moves me most is the kind that starts with a student's experience and works backward to ask what systems created that experience — and what we might design instead. I want my research practice to be as student-centered as my instructional practice.
— Sarah Schmidt, IDT Graduate Student, CSUSB